Development of a web-based learning platform for preservice physical education teachers: effects on academic achievement, professional practice and knowledge retention

Seda Nur Uysal; Oğuzhan Dalkıran

doi:10.15561/20755279.2025.0505

Authors

Seda Nur Uysal Burdur Mehmet Akif Ersoy University https://orcid.org/0000-0003-2267-114X
Oğuzhan Dalkıran Burdur Mehmet Akif Ersoy University https://orcid.org/0000-0001-9688-4573

DOI:

https://doi.org/10.15561/20755279.2025.0505

Keywords:

Preservice teachers, higher education innovation, digital pedagogy, teacher education, technology-enhanced learning

Abstract

Background and Study Aim. Web-based learning enhances flexibility, accessibility, and digital competence in teacher education, making it a critical component of contemporary teaching practices. Technology integration presents unique challenges and opportunities in fields like physical education, where both theoretical knowledge and practical skills are crucial. This study aims to evaluate the impact of a web-based learning approach on preservice physical education teachers’ academic knowledge, professional practice success, and knowledge retention. Materials and Methods. A quasi-experimental, control-group, posttest-only design was adopted. Fifty-nine preservice physical education teachers were assigned to an experimental group (n = 30; web-based learning) and a control group (n = 29; traditional). Data collection tools included an academic knowledge exam, a knowledge retention exam administered 12 months later, and a professional practice competency form. Analyses were conducted using frequentist and Bayesian repeated-measures ANOVA supported by effect size calculations. Results. The web-based learning group achieved significantly higher academic knowledge scores than the control group (p = 0.01, ES = 1.08). Repeated-measures ANOVA revealed statistical significance for time (p = 0.001, η²p = 0.33) and for the group × time interaction (p = 0.04, η²p = 0.05). Bayesian analyses supported these findings, showing strong evidence for time effects (BFincl > 1.0 × 10⁸) and moderate evidence for an interaction (BFincl = 6.80). No significant differences were found in professional practice (p = 0.07) or knowledge retention (p = 1.00). Knowledge scores decreased significantly in the web-based learning group on the retention test (p = 0.01, ES = 1.17). Conclusions. Web-based learning significantly improves academic achievement but has limited effects on professional practice skills and long-term retention. Enhancing web-based learning platforms with interactive feedback, spaced repetition, and simulation-based practice can maximize both cognitive gains and practical skill development.

Author Biographies

Seda Nur Uysal, Burdur Mehmet Akif Ersoy University

sedanuruysal@mehmetakif.edu.tr; Department of Sport Management, Faculty of Sport Sciences,; Burdur, Turkey.

Oğuzhan Dalkıran, Burdur Mehmet Akif Ersoy University

odalkiran@mehmetakif.edu.tr; Department of Physical Education and Sport, Faculty of Sport Sciences; Burdur, Turkey.

References

Lee J, Song HD, Hong AJ. Exploring Factors, and Indicators for Measuring Students’ Sustainable Engagement in e-Learning. Sustainability, 2019;11(4): 985. https://doi.org/10.3390/su11040985

Haviz M, Maris IM, Azis D, Helmita R. An investigation into science motivation, technology acceptance, and satisfaction intention during the transition to E-learning of prospective biology teachers. Cogent Education, 2024;11(1): 2393065. https://doi.org/10.1080/2331186X.2024.2393065

Wang SL, Wu PY. The role of feedback and self-efficacy on web-based learning: The social cognitive perspective. Computers & Education, 2008;51(4): 1589–1598. https://doi.org/10.1016/j.compedu.2008.03.004

Sawiji H. Determining factors influencing teachers’ intention to use web-based e-learning platforms in vocational secondary schools in Indonesia. Cogent Education, 2024;11(1): 2355830. https://doi.org/10.1080/2331186X.2024.2355830

Gawrisch DP, Richards KAR, Killian CM. Integrating Technology in Physical Education Teacher Education: A Socialization Perspective. Quest, 2020;72(3): 260–277. https://doi.org/10.1080/00336297.2019.1685554

Polly D, Mims C, Shepherd CE, Inan F. Evidence of impact: Transforming teacher education with preparing tomorrow’s teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 2010;26(4): 863–870. https://doi.org/10.1016/j.tate.2009.10.024

Banas JR, York CS. Authentic learning exercises as a means to influence preservice teachers’ technology integration self-efficacy and intentions to integrate technology. Australasian Journal of Educational Technology, 2014;30(6). https://doi.org/10.14742/ajet.362

Küçükaydın MA, Ulum H. The effects of Web 2.0 supported environmental education on self-efficacy belief regarding environmental education and environmental awareness. Education and Information Technologies, 2023;28(11): 14529–14551. https://doi.org/10.1007/s10639-023-11783-9

Papastergiou M, Gerodimos V. Can learning of basketball be enhanced through a web-based multimedia course? An experimental study. Education and Information Technologies, 2013;18(3): 459–478. https://doi.org/10.1007/s10639-012-9186-z

Siedentop D, Van der Mars H. Introduction to Physical Education, Fitness, and Sport. New York: McGraw-Hill; 2012.

Akhan NE, Kaymak B. Öğretmenlik Uygulamasının Öğretme Motivasyonu Ve Öğretmenlik Özyeterlilik İnançlarına Etkisi [The Effect of Teaching Practice on Teaching Motivation and Teaching Self-Efficacy Beliefs]. J Int Soc Res. 2021;14:563-73. (In Turkish).

Martínez-Rico G, Alberola-Albors M, Pérez-Campos C, González-García RJ. Physical Education Teachers’ Perceived Digital Competences: Are They Prepared for the Challenges of the New Digital Age? Sustainability, 2021;14(1): 321. https://doi.org/10.3390/su14010321

Murtagh EM, Calderón A, Scanlon D, MacPhail A. Online teaching and learning in physical education teacher education: A mixed studies review of literature. European Physical Education Review, 2023;29(3): 369–388. https://doi.org/10.1177/1356336X231155793

Calderón A, Scanlon D, MacPhail A, Moody B. An integrated blended learning approach for physical education teacher education programmes: teacher educators’ and pre-service teachers’ experiences. Physical Education and Sport Pedagogy, 2021;26(6): 562–577. https://doi.org/10.1080/17408989.2020.1823961

Christensen R, Knezek G. Self-Report Measures and Findings for Information Technology Attitudes and Competencies. In: Voogt J, Knezek G (eds) International Handbook of Information Technology in Primary and Secondary Education, Boston, MA: Springer US; 2008. P. 349–365. https://doi.org/10.1007/978-0-387-73315-9_21

Hursen C. The Effect of Problem-Based Learning Method Supported by Web 2.0 Tools on Academic Achievement and Critical Thinking Skills in Teacher Education. Technology, Knowledge and Learning, 2021;26(3): 515–533. https://doi.org/10.1007/s10758-020-09458-2

Soomro S, Bano A, Gulzar Y, Moses G. Factors measuring the readiness of teacher educators’ to use web 2.0 technologies. Discover Sustainability, 2024;5(1): 501. https://doi.org/10.1007/s43621-024-00752-y

Hursen C, Beyoğlu D. The Effect of Geography Teaching Curriculum Enriched with Virtual Reality Applications on Teacher Candidates’ Interest for the Course, Achievement and the Tendencies to Utilise Information Technologies. Postmodern Openings, 2020;11(3): 73–94. https://doi.org/10.18662/po/11.3/200

Ledger S, Ersozlu Z, Fischetti J. Preservice Teachers’ Confidence and Preferred Teaching Strategies using TeachLivE TM Virtual Learning Environment: A Two-Step Cluster Analysis. EURASIA Journal of Mathematics, Science and Technology Education, 2019;15(3). https://doi.org/10.29333/ejmste/102621

Greene M, Cheng SL, Dr., National Taipei University of Technology, Taiwan, scheng@ntut.edu.tw, Jones M, Dr., Virginia Commonwealth University, USA, joneswm2@vcu.edu. Preservice Teachers’ Technology Integration Knowledge Development in an Online Technology-Based Course. International Journal of Instruction, 2023;16(4): 385–404. https://doi.org/10.29333/iji.2023.16423a

Gameil AA, Al-Abdullatif AM. Using Digital Learning Platforms to Enhance the Instructional Design Competencies and Learning Engagement of Preservice Teachers. Education Sciences, 2023;13(4): 334. https://doi.org/10.3390/educsci13040334

Farias C, Fernández-Río J, Martins J, Ribeiro E, Teixeira J, Bessa C, et al. Multi-System Influences on Physical Education Preservice Teachers’ Teaching Practice in Pandemic Times. Quest, 2023;75(4): 325–343. https://doi.org/10.1080/00336297.2023.2189130

Sharpe T, Hawkins AH, Lounsbery M. Using Technology to Study Human Interaction: Practice and Implications of A Sequential Behavior Approach. Quest. 2012;50(4):389-401. https://doi.org/10.1080/00336297.1998.10484295

Silverman S. Technology and Physical Education: Present, Possibilities, and Potential Problems. Quest. 2012;49(3):306-14. https://doi.org/10.1080/00336297.1997.10484246

Klar S, Leeper TJ. Identities and Intersectionality: A Case for Purposive Sampling in SURVEY‐EXPERIMENTAL Research. In: Lavrakas P, Traugott M, Kennedy C, Holbrook A, De Leeuw E, West B (eds) Experimental Methods in Survey Research, 1st edn Wiley; 2019. p. 419–433. https://doi.org/10.1002/9781119083771.ch21

Coyne IT. Sampling in qualitative research. Purposeful and theoretical sampling; merging or clear boundaries? Journal of Advanced Nursing, 1997;26(3): 623–630. https://doi.org/10.1046/j.1365-2648.1997.t01-25-00999.x

Lee JE, Gao Z. Effects of the iPad and mobile application-integrated physical education on children’s physical activity and psychosocial beliefs. Physical Education and Sport Pedagogy, 2020;25(6): 567–584. https://doi.org/10.1080/17408989.2020.1761953

Mosston M, Ashworth S. The Spectrum of Teaching Styles. From Command to Discovery. White Plains (NY): Longman; 1990.

Dalkıran O, Yıllmaz EB, Baytur SN. Aday Beden Eğitimi Öğretmenlerinin Yeterliklerine Yönelik Ölçüt Formu Geliştirme Çalışması [A Study to Develop a Criterion Form for the Competencies of Prospective Physical Education Teachers]. In: 20th International Sport Sciences Congress. Antalya; 2021. P. 402. (In Turkish).

Little RJA. A Test of Missing Completely at Random for Multivariate Data with Missing Values. Journal of the American Statistical Association, 1988;83(404): 1198–1202. https://doi.org/10.1080/01621459.1988.10478722

George D, Mallery P. SPSS for Windows Step By Step: A Simple Guide and Reference. 17.0 Update. Boston: Allyn & Bacon; 2010.

Hopkins WG, Marshall SW, Batterham AM, Hanin J. Progressive Statistics for Studies in Sports Medicine and Exercise Science. Medicine & Science in Sports & Exercise, 2009;41(1): 3–12. https://doi.org/10.1249/MSS.0b013e31818cb278

Vekli GS, Çalik M. The Effect of Web-Based Biology Learning Environment on Academic Performance: A Meta-analysis Study. Journal of Science Education and Technology, 2023;32(3): 365–378. https://doi.org/10.1007/s10956-023-10033-4

Sharif Nia H, Marôco J, She L, Khoshnavay Fomani F, Rahmatpour P, Stepanovic Ilic I, et al. Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study. Luo H (ed.) PLOS ONE, 2023;18(10): e0285315. https://doi.org/10.1371/journal.pone.0285315

Minicozzi LL. iPads and pre-service teaching: exploring the use of iPads in k-2 classrooms. The International Journal of Information and Learning Technology, 2018;35(3): 160–180. https://doi.org/10.1108/IJILT-05-2017-0032

Tanucan JC, Wider W, Sofyan D. Predictors of Filipino physical education teachers’ intentions in the use of exercise as punishment. Pedagogy of Physical Culture and Sports. 2023;27(4):289-96. https://doi.org/10.15561/26649837.2023.0404

Selwyn N. Digital downsides: exploring university students’ negative engagements with digital technology. Teaching in Higher Education, 2016;21(8): 1006–1021. https://doi.org/10.1080/13562517.2016.1213229

Johnson CE, Weerasuria MP, Keating JL. Effect of face-to-face verbal feedback compared with no or alternative feedback on the objective workplace task performance of health professionals: a systematic review and meta-analysis. BMJ Open, 2020;10(3): e030672. https://doi.org/10.1136/bmjopen-2019-030672

Coman C, Țîru LG, Meseșan-Schmitz L, Stanciu C, Bularca MC. Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective. Sustainability, 2020;12(24): 10367. https://doi.org/10.3390/su122410367

Liu MW, Zhu Q, Yuan Y. The Role of the Face Itself in the Face Effect: Sensitivity, Expressiveness, and Anticipated Feedback in Individual Compliance. Frontiers in Psychology, 2019;9: 2499. https://doi.org/10.3389/fpsyg.2018.02499

Nanavaty S, Khunteta DrA. Early Prediction of ‘At-Risk’ Learners on Virtual Platforms using ODFs. Journal of Advanced Zoology, 2023; https://doi.org/10.53555/jaz.v44i5.2972

Al-Jundi W, Elsharif M, Anderson M, Chan P, Beard J, Nawaz S. A Randomized Controlled Trial to Compare e-Feedback Versus “Standard” Face-to-Face Verbal Feedback to Improve the Acquisition of Procedural Skill. Journal of Surgical Education, 2017;74(3): 390–397. https://doi.org/10.1016/j.jsurg.2016.11.011

Pereira ÍSP, Fernandes EL, Flores MA. Teacher Education during the COVID-19 Lockdown: Insights from a Formative Intervention Approach Involving Online Feedback. Education Sciences, 2021;11(8): 400. https://doi.org/10.3390/educsci11080400

Gheshlagh RG, Ahsan M, Jafari M, Mahmoodi H. Identifying the challenges of online education from the perspective of University of Medical Sciences Students in the COVID-19 pandemic: a Q-methodology-based study. BMC Medical Education, 2022;22(1): 895. https://doi.org/10.1186/s12909-022-03980-w

Kerfoot BP. Learning Benefits of On-Line Spaced Education Persist for 2 Years. Journal of Urology, 2009;181(6): 2671–2673. https://doi.org/10.1016/j.juro.2009.02.024

Chen H, Yang J. Multiple Exposures Enhance Both Item Memory and Contextual Memory Over Time. Frontiers in Psychology, 2020;11: 565169. https://doi.org/10.3389/fpsyg.2020.565169